Unit Test Motion

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State Standards:

GSE PS3 (7-8)-8 - Motion

Students demonstrate an understanding of motion by…
  • 8a measuring distance and time for a moving object and using those values as well as the relationship s=d/t to calculate speed and graphically represent the data.
  • 8b solving for any unknown in the expression s=d/t given values for the other two variables.
  • 8c differentiating among speed, velocity and acceleration

National Standards:

Context of Lesson:

This is the final lesson in the motion unit. This lesson includes the unit test. The students have sequentially learned all of the concepts in this unit on how to describe and measure motion. The students have also had plenty of practice with problems related to the concepts and plenty of hands-on activities to apply and analyze the concepts. The unit test includes a variety of questions that cover all of the concepts in the unit over a variety of cognitive levels. This test was designed to assess the depth of knowledge that the students were expected to learn at throughout this unit.

Opportunities to Learn:

Depth of Knowledge

Webb level one:
  • Recall or recognize a fact, term, definition, simple procedure, or property.
  • Use a well-known formula
  • Represent in words of diagrams a scientific concept or relationship
Webb level two:
  • Specify and explain the relationship between facts, terms, properties, or variables
  • Organize, represent, and compare data
Webb level three:
  • Interpret information from a complex graph
  • Explain thinking
  • Justify a response
  • Form conclusions from experimental data
Webb level four:
  • Relate ideas within the content area

Prerequisite Knowledge

  • Definitions:
    • Motion
    • Frame of reference
    • Speed
    • Velocity
    • Distance
    • Displacement
    • Acceleration
  • Equations
    • Distance
    • Speed
    • Velocity
    • Acceleration
  • Graphs
    • Position vs Time

Plans for Differentiating Instruction

  • This test was designed to assess students at a variety of different depths of knowledge. There is a wide range of questions to ensure that students that may not be good at answering certain types of questions, can make it up with other types.

Accommodations and modifications

  • Students that require modifications will receive an exam with less analytic questions and more questions that they are capable of being successful with.

Environmental factors

  • .Desks will be arranged in rows, spread out so that students have space around them.

Materials


Objectives:

  • Students will complete an exam to recall, represent and apply the concepts in the motion unit and show their understanding.

Instruction:

Opening:

  • The students will sit down immediately upon entering the classroom.
  • Students will be instructed how to take the exam.

Engagement:

  • The exam is given to the students.
  • They will take the exam for the entire class period.
  • The teacher will walk around to answer any questions.

Closure:

  • Teacher will collect exams with a couple minutes remaining.
  • "Now that we can describe and measure motion, we will learn how motion is accomplished and the factors that affect it."

Assessment:

  • One hundred point summative exam.
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